School Plan - Blytheville Public Schools

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ACSIP http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip Supporting Data: Goal Benchmark 1. 2. 3. 4. A new principal and assistant principals were appointed to BPS for the 2012-2013 school year. Blytheville Kindergarten has combined with Blytheville Primary which allows for only one LEA number. 2011-2012: Blytheville Primary School was in School Improvement Year 6 (SD-6) as a feeder school to Central Elementary School and was in the restructuring stage. In 2009 Central Elementary School contracted with JBHM to work along side with administration and teachers to reinforce the use of best teaching practices in the classroom with an emphasis on struggling learners and school improvement. Co-taught classes, in which the special education teacher joined the regular education teacher in the classroom to assist in providing extra instruction for students was implemented. Inclusion of special education students in the existing after school tutoring program was executed. A Central Elementary School leadership team was formed that includes stake-holders. Blytheville Primary School implemented Accelerated Reader for all students to assist with comprehension. The Read Naturally program was implemented to assist struggling readers with fluency and comprehension. A Blytheville Primary School leadership team was formed that consisted of stake-holders and school staff. In 2010-2011, BPS contracted to work with JBHM to reinforce the use of best teaching practices in the classrooms. BPS also added a struggling learning consultant to identify and provide remediation strategies as well as a teacher mentor consultant. JBHM consultants as well as administrators used focus walk data to plan appropriate professional development. In 2011-2012 . BPS continued to work with JBHM to reinforce best teaching practices in the classroom. Once again, the obstacle of teacher turn over had to be addressed with the hiring of two new second grade teachers and six new first grade teachers. Six are first year teachers. A new assistant principal was hired. An Instructional Focus and Data Team was developed to enhance student performance by analyzing data in math and literacy on a regular basis. In 2012-2013 Blytheville Primary School will consist of preK through second grade. The Kindergarten Center has combined with the Blytheville Primary School to become one school. A new principal and two assistant principals have been hired. BPS will continue to work with JBHM to reinforce best teaching practices in the classroom. An instructional focus and data team will continue to analyze data in math and literacy on a regular basis to enhance student performance. A team of first and second grade teachers are developing a curriculum using the Common Core Standards. This is a work in progress while using the curriculum during the school year. In 2009-2010, 19.0% of special education students were proficient in literacy. The three year average indicates that 9.6% of special education students were proficient in literacy on the Benchmark. The data shows that special education students between the year 2009-2010 showed a decline of 9% in literacy. In 2010-2011 the data shows an improvement of 10% in literacy. However this percentage of students is not high enough to meet AYP. The weakest area in literacy over the three year period is practical passages-open response and literary and content passagemultiple choice in 3rd grade. Since there were no content subskills or skill clusters reported, the weakest area in first and second grade could not be determined. SCHOLASTIC AUDIT: According to the 2011 Scholastic Audit Report; the percentage of indicators in each standard for the following performance levels was reported: 4-Exemplary level of development and implementation 3-Fully functional and operational level of development and implementation 2-Limited development or partial implementation 1-Little or no development of implementation Standard 1- Curriculum: 71% performance level 1, 29% performance level 2 Standard 2- Classroom Evaluation/Assessment: 74% performance level 1, 13% performance level 2, 13% performance level 3 Standard 3- Instruction: 25% performance level 1, 62% performance level 2, 13% performance level 3 Standard 4- School Culture: 27% performance level 1, 64% performance level 2, 9% performance level 3 Standard 5- Student,Family, and Community Support: 100% performance level 2 Standard 6- Professional Growth, Development, and Evaluation: 17% performance level 1, 75% performance level 2, 8% performance level 3 Standard 7: Leadership: 55% performance level 1, 45% performance level 2 Standard 8: School Organization and Physical Resources: 30% performance level 1, 70% performance level 2 Standard 9: Comprehensive and Collective Planning: 56% performance level 1, 44% performance level 2 The combined population and all subpopulations at Central Elementary School will meet AMO on the benchmark exams. Students at CES will meet the required AMO of 60.43% in literacy and 71.66% in math in 2012 - 2013. (BPS is the feeder school for CES.) Intervention: The restructuring option for Blytheville Primary is to contract with JBHM consulting group for 2012-2013 for 72 days. The consultant will be used as the school improvement specialist to provide embedded professional development for teachers, best practices teaching strategies, analyzing data, and increase student performance. Implementation of restructuring actions will focus on academic performance, learning environment, and efficiency. Scientific Based Research: Brown-Chidsey, Rachel, Louise Bronaugh, and Kelly McGraw (2009) RTI in the Classroom Guidelines and Recipes for Success. The Guilford Press. 56 of 69 10/11/2012 1:45 PM
ACSIP http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip Chapman, C. King, R. (2003) Differentiated instructional strategies for reading in the content areas. Gregory, Gallel and Carolyn Chapman. (2002) Differentiated instructional strategies - one size doesn't fit all. Tomlinson, Carol A. (2001) How to differentiate instruction in mixed ability classrooms. 2nd edition. Zemelman, S. Daniels, H., Hyde. A. (1988) Best practice - new standard for teaching and learning in america's schools. 2nd edition Person Actions Responsible ACADEMIC PERFORMANCE (1): Teachers will work Gregg collaboratively to develop performance tasks and Yarbrough, assessments to measure progress toward standards. Principal Collaborative planning time will focus on using and developing rubrics as well as analyzing student work. After analysis, teachers will maintain documentation of student work that meets standards. The Instructional Focus and Data Team will utilize the data to improve instruction through resources and instructional programs. The content and sequence of a fully aligned curriculum will promote mastery of learning as well as eliminate gaps and overlaps. SCHOLASTIC AUDIT- STANDARD 2: ACADEMIC PERFORMANCE pg. 13 of 83 Action Type: ADE Scholastic Audit Action Type: Collaboration Action Type: Professional Development ACADEMIC PERFORMANCE (2): The math and literacy instructional facilitators will analyze the item-by-item components of the ITBS, DIBELS benchmark assessments, and TLI test results to determine the needs in student academic performance. The Instructional Focus and Data Team will determine our school improvement plan through the following secondary indicators: student absenteeism, excessive tardy rates, discipline problems from SWIS data, and teacher absenteeism. After reviewing last year's data, we found the weakest literacy area in first and second grades was vocabulary and grammar. The math data revealed the weakest area in first is algebraic thinking and second grade was number properties and operations. Action Type: Alignment Action Type: Collaboration Gregg Yarbrough, Principal ACADEMIC PERFORMANCE (3): After analyzing last Gregg year's data, we found the weakest literacy areas in Yarbrough, first and second grades was vocabulary and Principal language(subject/verb agreement). The math data revealed the weakest area in first grade was algebraic concepts and second grade's weakest area is Number Properties and Operations. The special education and black subpopulations scored the lowest in literacy and math skills on the ITBS. The following secondary indicators will be monitored for growth: student absenteeism, excessive tardy rates, discipline problems from SWIS data, and teacher absenteeism. SWIS data will be reviewed regularly to monitor discipline issues. A data wall will be used to track student growth and progress in math and literacy using Renaissance Learning. The district has established an incentive program to encourage regular daily teacher attendance. SCHOLASTIC AUDIT-STANDARD 4: LEARNING ENVIRONMENT pg. 28 of 83 Action Type: Technology Inclusion Timeline Resources Start: 07/01/2012 End: 06/30/2013 Start: 07/01/2012 End: 06/30/2013 Start: 07/01/2012 End: 06/30/2013 Outside Consultants Teachers Teachers Computers Performance Assessments Teachers Source of Funds ACTION BUDGET: $ ACTION BUDGET: $ ACTION BUDGET: $ 57 of 69 10/11/2012 1:45 PM
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School Plan - Blytheville Public Schools

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